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Differentiation refers to the idea of modifying instruction to meet a student's individual needs and learning styles. Scaffolding refers to modifications you make while designing and teaching lessons that allow all students to be successful in learning the same content.

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Differentiation is often directed at individual students while scaffolding is done for the entire class.

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Feedback is effective when coupled with concrete examples.

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I believe it's best when I've just attempted something but before I am about to attempt it again.

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I want to be asked first what I think I need to work on, because so often I know things I need to work on . . . but transitioning into those things I don't know I need to work on is easier then.  Brad

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I want to be asked first what I think I need to work on, because so often I know things I need to work on . . . but transitioning into those things I don't know I need to work on is easier then.  Brad

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feedback personally, privately, verbally is great but written specifics as follow up is great

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Feedback is accepted best from a person I trust with concrete examples 

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Feedback is accepted best from a person I trust with concrete examples 

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written feedback so that I can re-read, process, and develop a plan for improvement

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written feedback so that I can re-read, process, and develop a plan for improvement

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Glows before grows ~ Susan Kincade

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Feedback lacking detail, limited to no feedback at all, negative, no goals or solutions given to fix or grow the person being observed.

-Newton Taylor Babb

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How you say what you say is what you say.

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Making sure the feedback is after and intentional and productive thought. 

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Making sure the feedback is after and intentional and productive thought. 

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Most of us prefer in person dialog from someone who we feel is knowledgeable and respectful. Verbal feedback is helpful when specific details are needed.

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I work best off of feedback that is offered one-on-one and is accompanied by an example or a solution to the reason for the feedback.

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I work best off of feedback that is offered one-on-one and is accompanied by an example or a solution to the reason for the feedback.

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Feedback with in 24 hours is important. I also do this in person if something needs to be discussed. I always want those being observed to have the opportunity to tell me what I may have missed.

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Feedback with in 24 hours is important. I also do this in person if something needs to be discussed. I always want those being observed to have the opportunity to tell me what I may have missed.

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Giving constructive feedback within 24 hours promotes the most growth 

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Giving constructive feedback within 24 hours promotes the most growth 

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Use your knowledge of someone as to how you approach them respectfully. Use concrete examples and have an open discussion with ideas on how to be a better educator.
Lisa

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I prefer verbal feedback so I can have a discussion about the observation.
Wally C.

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The best feedback is intentionally provided with the big picture in mind and allows for reflection by the receiver and an opportunity to respond.

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The best feedback is intentionally provided with the big picture in mind and allows for reflection by the receiver and an opportunity to respond.

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Feedback should be given regularly so it becomes a positive routine in the teaching process.

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I appreciate both immediate and delayed feedback for different reasons. Sometimes, the immediate provides and clear and immediate recognition of what occurred. The delayed sometimes allows both the observer and person being observed to digest and process a bit prior to giving and receiving.

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Feedback is best implemented when I understand where the feedback is coming from and the purpose is to grow and better myself.

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I've found this language to be helpful to hear and to give (be heard) when it comes to feedback...

https://brenebrown.com/art/feedback-toolbox-rumble-language/

- Savannah Roberts

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Nine starters and questions we use to kick-start a rumble.

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I like feedback that is based off of measurable data-- I don't like feedback that is based off of assumptions-- I like my feedback to be evidence-based.

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I like feedback that is based off of measurable data-- I don't like feedback that is based off of assumptions-- I like my feedback to be evidence-based.

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I receive feedback best from someone who is in my same position or has previously done what I am currently doing.

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I prefer a verbal feedback about the observation followed by a written feedback.

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I prefer a verbal feedback about the observation followed by a written feedback.

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Emily

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Real growth occurs when feedback includes pre-and-post-observation conferences. I prefer personalized feedback that is in an area where I know I need help.

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I would like for feedback to come soon after an observation, so I can make adjustments to my teaching.
Jennifer J

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Written feedback is best for me so I can see the positives and negatives. If it is just spoken I may miss something and forget some important points.

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I want a face-to-face conversation when I receive feedback as opposed to written feedback because I want to have a sense or feeling that the person giving the feedback is genuine & sincerely interested in my growth.

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My preference is to see a written document so I can reflect on what they are saying. Also, sometimes I forget what was said, so I can look back on it. 

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My preference is to see a written document so I can reflect on what they are saying. Also, sometimes I forget what was said, so I can look back on it. 

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I usually receive feedback better when I can see you've made an attempt to understand where I'm coming from. As a teacher who is the only one teaching most of my subjects, it is sometimes hard to receive feedback when the person giving it doesn't actually know what I'm trying to achieve. Giving a personal example and asking questions is super helpful for me.

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Zoom recordings are awesome; MP4s are difficult

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Jennifer Jacquet History Class - clear communication, concise slides, easy to follow. - Garrett Granberg 

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Jennifer Jacquet History Class - clear communication, concise slides, easy to follow. - Garrett Granberg 

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We have so much to learn from each other but no time to share it.

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We have so much to learn from each other but no time to share it.

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Put the video in a viewer-friendly form where the whole class is visible, not primarily screen/slides.

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Remember the one who is observed is often hard on him/herself.

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In a music performance observation, Zoom is an. ineffective technology for hearing what the students are actually doing.
Wally C.

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Need training on how to record from D10.

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More time to observe the lesson in order to give more detailed feedback.
-Newton Taylor Babb

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It's nice to have some context for the lesson -- purpose, history of class, etc.

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situations can be so specific, we are building a "tool box" to address different areas in counseling.  follow up in conversation is important to consider nuiances.

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Remember to show the class also and not just the slides/sharing the screen.

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Great use of the "tablet." The teacher I observed used the writing function of the tablet to elaborate on the already very detailed slides. this is something I want to incorporate this into my own class. 

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Great use of the "tablet." The teacher I observed used the writing function of the tablet to elaborate on the already very detailed slides. this is something I want to incorporate this into my own class. 

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Being receptive to growth in a feedback situation is key.  There are always blind spots in our teaching, and regardless of what area - be it what we are most comfortable or least - we can grow from observing and being observed by our peers.

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peer observations can be informative and helpful

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We need to figure out the best or smoother technical capabilities (projection, tablet writing, wiring) for delivering particular academic content in each classroom.

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We need to figure out the best or smoother technical capabilities (projection, tablet writing, wiring) for delivering particular academic content in each classroom.

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Follow up discussion is necessary to understand the future direction of the guidance and program goals.

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I learned what to look for as I am observing Lillian teach her students Spanish vocabulary.

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Watch your own video first and tell your partner some good stopping points (ex. fast forwarding through a video that you showed).

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Great seamless movement from journal entry to researching background for the poem about to be studied.

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Good student-teacher interaction is best achieved when the students have bought into the process and find value in the exercise to be completed.

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Good student-teacher interaction is best achieved when the students have bought into the process and find value in the exercise to be completed.

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When I share my screen the observer can see the slideshow/reading, but cannot really see the classroom or student behaviors/responses (only verbal observations)

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It's important to remember that when on Zoom, when you share a screen, the class view also needs to be showing.

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Jennifer Thomas is the best classroom manager I have ever seen.  There are no surprises in her classroom, and she creates an environment beautifully conducive for every child to learn.  Brad D.

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Jennifer Thomas is the best classroom manager I have ever seen.  There are no surprises in her classroom, and she creates an environment beautifully conducive for every child to learn.  Brad D.

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Learning from one another is important. A follow up discussion is an important part of this process. 

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Learning from one another is important. A follow up discussion is an important part of this process. 

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Caroline was clear in her communication/instructions at the beginning of the lesson about what they are to expect for the week and what assignments/quizzes are coming up.

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Noted that a greeted student on Sync but did not get a response from student. I'll be working to not just greet/engage but look for responses verbally from students.  - S.Roberts

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Feedback should be given with genuine humility.

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It's hard to see both the powerpoint and the classroom view so that they can see what I'm referring to when navigating classroom distractions.

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Follow up discussion is necessary to understand the goals of the method chosen.

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Follow up discussion is necessary to understand the goals of the method chosen.

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I liked seeing how other classes work.  I was watching Garrett work individually with AS students.  He didn't show the students' faces which allowed them to speak freely.
Jennifer J

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Communicating expectations both visually (Daily Slides) and verbally solicits more success.

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Teaching outside makes it more difficult for recording and management.

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From Brad, I learned that the  relationships you form with your students set the tone for an effective academic environment. Even his reluctant students were eager to love poetry because he does, and because he wants them to as well. -- Jennifer Thomas

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From Brad, I learned that the  relationships you form with your students set the tone for an effective academic environment. Even his reluctant students were eager to love poetry because he does, and because he wants them to as well. -- Jennifer Thomas

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Guided Inquiry (specifically defined for science)

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Use rubrics and exemplar writing samples to model what effective student writing should look like.

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Use rubrics and exemplar writing samples to model what effective student writing should look like.

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For essays/writing, the examination of exemplars for setting a standard is invaluable in the upper division of HS.  You have to show them what to work for!

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For essays/writing, the examination of exemplars for setting a standard is invaluable in the upper division of HS.  You have to show them what to work for!

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-Know your goals for the students to master
-Know each student's strengths, Not Yet and evidence of what they know
-Use Formative Assessments to guide teaching
-If the majority of students don't know something, teach in a different way to the class
-If a few don't understand, use flexible grouping and try to find out what they don't understand and how to reach them

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Establish rapport by getting to know students' interests, strengths, weaknesses, and personality.

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You must know your kids. This is done through differentiation, and even flexible grouping. This changes day to day as you observe them in various situations. You need to see how they react to certain ways of acting and teaching them moment to moment.

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Order of the classroom- is there clutter, chairs pushed in, is there trash on the floor.  All these affect student learning.

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Making sure that you can hear them and they can hear you. Everyone is listening and contributing but may need guidance to clarify.

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Academic Responsive Practice - emotional climate

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Academic Responsive Practice - emotional climate

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Providing student ample time for a response and a safe place to ask questions and make mistakes.

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Relationally focused, teacher highlighting a safe place to ask questions, voice opinions, and share concerns. Journal options for self reflection and sharing of experience.

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Be available as class begins and greet students. Connect with students while also setting the tone for the importance of the day's activities.

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The first step in creating a valid assessment is making sure that there is correspondence between the learning objective and the content of the course. Teachers should focus on what skills have been taught as much as the content in which those skills were delivered.

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In performing arts ensembles, it's important to place clearly visible pictures of composers to help students identify with the creators of the art they're working with.

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Changing of seating chart on a regular rhythm, and changing of tables/seats arrangement. Expectation of technology use in the room (phone in pockets or book bag/ computers away till asked )

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Knowing what to do upon entry into the room and how class begins (depending on the type of day/activity - tests, notes, projects, etc.)

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Be knowledgable on the best practices for technology applicable to your field.

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Academic Responsiveness includes being flexible with your physical environment.  It's important to involve students -> consciously inviting them to be involved in rearranging their physical space.

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Academic Responsiveness includes being flexible with your physical environment.  It's important to involve students -> consciously inviting them to be involved in rearranging their physical space.

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Offer novelty.

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Emotional Climate
--welcoming; say hello at door, ask students about their day/weekend

Physical Environment
--seating based on nature of activity; organized

Teaching & Learning Materials
--web sites relevant and accessible to students, variety of media available

Teaching/Learning Activities
--variety available; know what fits with student mindset/schedule given other events of the day/week so as not to produce anxiety

Assessment
--movement to different parts of room to show agreement/disagreement; Kahoot as formative assessment; Quizlet as opening activity

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We get to know their work ethic and strength in the classroom, communication is knowing how their body is feeling when they are pushing themselves in PT.
I try to say hi to each student by name as they enter my classroom, regardless of their grade or average performance in my class.

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Continual malfunctions in technology can lead to disengagement.

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It is vital to have a productive physical flow of the classroom. Is it functional for the needs of the students and teacher? Do the students have easy access to materials and the teacher? Is there relevant information displayed that they can actually utilize in the lessons and assignments? This is flexible as well and can change.

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Differentiate your instruction to address the diversity of experience and skill of the students in your class.

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I love greeting each student as they enter my classroom and beginning the class with positive energy. I intentionally highlight/mention anything I know that a student has been involved with that week (sports, drama, band, had a birthday, etc.) so they know I see them. I also love to feature student work and accomplishments around the room. It is important for them to feel that this is their space!

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Rearranging desks to support the activity for that day: whole class in a big square for role playing/reading in a play; grouped tables for partner work or table work--collaborative practice with markers on tables themselves, have students all faced AWAY from teacher for a writing day, or traditional lined up desks for day focused on lecture/individual work.

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Consider continual assessment as an integral part of your evaluation protocol.

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Incorporating the technology into the classroom. For example, annotating notes with tablets, using individual whiteboard activities, hands-on learning games (not all on screen or paper)

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Variety of individual, to partner, to group work - sometimes self selected and other times assigned. Rhythm of familiar activities (notes & study guide packets) mixed with different activities in each unit, such as character sketches, mind mapping, group presentations and projects, etc. Artistic expression often is incorporated in the unit activities.

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Use various modalities that enhance the flow of your teaching and the students' learning. Grab any resource that can higher your level of teaching and engage your children.

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Changing the seating arrangement to be more collaborative for group projects since my class is largely project based.
Diversity in engaging in parts of the weigh room each class period.

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How do students feel when going into your classroom?  Fear, excitement, boredom, etc.
This can determine how much they learn that day.